Perceptions of Regular Teachers towards Inclusive Education at Lobo Elementary School: Basis for action Plan

Abstract

INTRODUCTION

The right of every child to have access to quality education was given due recognition in the Philippine Constitution Article XIV, Section 1, Batas Pambansa 232 of 1982, and Magna Carta for Disabled Persons (RA 7277) provided a significant basis for full implementation of inclusive education. However, Lobo ES encounter some issues regarding this matter, hence, this paper aims to determine the perceptions of regular teachers towards inclusive education.

METHODS

A descriptive method was utilized in this study to present systematic information used to assess conditions being investigated. Twenty-five (25) regular teachers were given a self-rated questionnaire. Data were analyzed using descriptive statistics in the form of frequency and percentage based on five categories which strongly disagree, disagree, uncertain, agree and strongly agree. Findings were synthesized according to the aspects of regular teachers' perceptions and knowledge towards inclusive education, collaboration with special education teachers, and strategies for improved inclusive practices and an action plan that would help improve the implementation of inclusive education was proposed.

RESULTS

Findings revealed that only a few had training in special education. It was also found out that they feel that pupils with special needs would be isolated in the regular classroom and will experience difficulty in learning academically. The respondents also believe in the strong collaboration between regular and special education teachers but still, there were reservations from the regular teachers if inclusive education will truly be effective. Moreover, results showed that regular teachers lack exposure and skills to deal with pupils with special educational needs.

DISCUSSIONS

Results of the study revealed that teachers may form positive perceptions towards inclusive education and understand the concepts and context of inclusive education but they were not yet ready to embrace inclusive practices. In this regard, the proposed plan of action should be employed to continually enhance and implement inclusive education practices.